Examining a Music Education School-University Partnership in Relation to the Development of Pedagogical Content Knowledge/Knowing

Autor/inn/en	Rawlings, Jared R.; Larsen, Brandon K.; Weimer, Jason
Titel	Examining a Music Education School-University Partnership in Relation to the Development of Pedagogical Content Knowledge/Knowing
Quelle	In: School-University Partnerships, 15 (2022) 1, S.54-63 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Music Education; College School Cooperation; Music Teachers; Preservice Teacher Education; Preservice Teachers; Student Experience; Pedagogical Content Knowledge; Teacher Competencies; Student Attitudes; Knowledge Level; Student Characteristics; Context Effect; Utah + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Lehramtsstudiengang; Lehrerausbildung; Studienerfahrung; Pädagogische Kompetenz; Lehrkunst; Schülerverhalten; Wissensbasis
Abstract	Many music researchers have studied School-University Partnerships with most investigations demonstrating how universities and colleges involve schools to support music teaching candidates. However, there is not clear evidence about how preservice music teachers, those that are aspiring music teachers, view their own pedagogical development as a participant in secondary school partnership. Using secondary analysis, we examined the descriptions of preservice music teachers' experiences participating in a music education school-university partnership in direct relation to the literature on Pedagogical Content Knowing/Knowledge. Findings are presented within the domains of Cochran et al.'s (1993) pedagogical content knowledge model of preservice teacher development including: (a) pedagogy, (b) subject matter content (c) student characteristics, and (d) environmental context. This secondary analysis revealed opportunities and obstacles within most of the domains, the exception being environmental context. By knowing more about how preservice music teachers describe their pedagogical development within the previously described framework, this new knowledge will likely inform how structuring future music education school-university partnerships may contribute to reciprocity among stakeholders as well as challenge assumptions that university faculty are the sole creators and holders of pedagogical expertise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01